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Agenda – Honors LESSON 1: Intro to Historical Thinking/ Geography of North Carolina
Learning Activity Summarizer A - Vocab Rewrite Key Vocabulary from booklet p. 4 into your own words Analogy for each term B – Historical Thinking Close Reading of the booklet pp $2.00 summary ($0.05/word) C - Nacirema Read pp. 8 – 10 of the booklet, analyze using historical thinking, answer discussion questions Cartoon summary D – NC regions and tribes Close Reading of pp. 18 – 20 of the booklet, create compare/contrast graphic organizers for all NC regions and tribes One mnemonic for NC regions and one for tribes Culminating Assignment Link the terms and concepts you have learned in this lesson together by creating a unified graphic organizer that answers the Essential Question: How do geographical and physical features determine a person’s way of life?
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Agenda – Honors LESSON 2: Intro to Historical Thinking/ Geography of North Carolina
Learning Activity Summarizer A –Columbus Readings Read the three excerpts on Columbus and analyze using the five parts of historical thinking. Cartoon summary for each excerpt. B – European motivation Close Reading of the booklet pp. 11 – 17 and answer questions on p. 11 $2.00 summary ($0.05/word) OR Graphic Organizer of Explorers C – Lost Colony Read p. 21 of the booklet, write a 100-word short story using plot elements Cartoon summary D – Colony Selection Simulation Read handout, meet with your group, and as a group select the colonists needed to successfully found a colony in the New World. One word summary – Select one word to summarize the activity, then explain why you chose that word Culminating Assignment Using the information in the activities above, create a graphic organizer comparing/contrasting Native and European attitudes towards nature, religious beliefs, and actions towards outsiders. Then use this graphic organizer to reach a conclusion as to the source of conflict between the two peoples in the context of the Essential Question: How did European exploration cause changes in the New World?
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Agenda – Honors LESSON 3: Intro to Historical Thinking/Geography of North Carolina
Learning Activity Summarizer A –13 Colonies Read 13 Colonies handout Complete graphic organizer B – Tuscarora War Read Tuscarora War handout and answer discussion questions Key Word (acrostic): Tuscarora C – Blackbeard Read the pirates handout Wanted Poster of one famous N.C. pirate AND one of a former teacher D – Bacon, Cary, and Culpeper Rebellions, Regulator Movement Read rebellions handout perform in-class skit of the Bacon rebellion Read Cary and Culpeper rebellions with a partner or small group One word summary – Select one word to summarize each rebellion, then explain why you chose that word Culminating Assignment Using the information in the activities above, create a graphic organizer of human and environmental interaction during this time period. Then use this graphic organizer to answer the Essential Question: How did human and environmental interaction affect the quality of life within the three colonial regions?
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Agenda – Honors LESSON 4: Road to Revolution
Learning Activity Summarizer A –French and Indian War Read pp. 22 – 25 on the French and Indian War and answer discussion questions. Complete graphic organizer (bar graph comparing/contrasting English/French populations) B – Tax Acts Read Tax Acts handout Cut out the tax act slides and categorize the Acts into legitimate and illegitimate, with justifications for each categorization. C – Boston Massacre, Boston and Edenton Tea Parties Read the Boston Massacre and Boston and Edenton Tea Parties handout and answer discussion questions. Create a poster that shows a true depiction of the Boston Massacre or an accurate Edenton Tea Party invitation. D – Declaration of Independence Read Declaration of Independence handout and answer discussion questions. In your own words – rewrite and summarize the Declaration into a single paragraph. Culminating Assignment Using the information in the activities above, create a cause and effect graphic organizer. Then use this graphic organizer to answer the Essential Question: How did the different major events before the Revolutionary War contribute to that conflict?
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Agenda – Honors LESSON 5: The Revolutionary war
Learning Activity Summarizer A –Vocabulary Read vocabulary list on Revolutionary War handout and rewrite into your own words. Analogy - ___ is like ___ because ___. B –Women and Minorities Close Read of Women and Minorities in the Revolutionary War ABC Review C– Important Events Stations activity – for each station, read the station information One Word summary with explanation for each station. D – Important Battles E –Founding Documents Read pp. 28 – 30 in the Unit 1 Booklet on various founding documents and answer D.Q. Point of View – In a paragraph or more, analyze each document from the POV of the British F – N.C.’s contributions Close reading of pp. 31 – 36 of the Unit 1 Booklet, and analyze: •Text structures and identify signal words •Previously listed vocabulary words to add to their lesson vocabulary Create a graphic organizer for the appropriate text structure, identifying: •Main Ideas with two supporting details and then using the graphic organizer to write a One Word summary with explanation about the close reading text. G – Leaders Read about any two war leaders Acrostic of Leadership Culminating Assignment Create a Venn diagram comparing and contrasting the major battles/events of the Revolutionary War with NC’s contributions to the Revolutionary War. Using your graphic organizer above, write a paragraph or longer claim of the significance of NC’s involvement in the major events that shaped the Revolutionary War. Cite at least three specific sources of evidence from the material we have covered in this lesson to back up your claim(s).
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Agenda – Honors Unit 1 LESSON 6: Founding docs, government
Learning Activity Summarizer A –Vocabulary Define the following terms: anti-federalist, articles, bills, branches, confederation, convention, federalist, limited government, merits, resolves, rights, union Analogy - ___ is like ___ because ___. B –Federalist Papers Read excerpts from Federalist Paper #10 and determine the central ideas, citing specific examples from the document. Rewrite the topic for a 5th grade student. C– Articles of Confederation Read pp. 49 – 50 of the Unit 1 Booklet, and answer D.Q.s G.O. comparing and contrasting the differences between the Federalists and Anti-Federalists on the central ideas of the Federalist Papers. D – Constitutional Convention Simulation and D.Q.s. During: One Word written summary with verbal explanation. After: Letter to Absent Student E –Bill of Rights Close read pp. 51 – 55 of the Unit 1 Booklet on the Bill of Rights. Analyze several Bill of Rights scenarios, and create three of your own scenarios. Acrostic of the word, Rights. F – Three Branches of Government Read pp. 47 – 48 of the Unit 1 Booklet and answer discussion questions. Cartoon Culminating Assignment Create a Venn diagram comparing and contrasting the Articles of Confederation government with the government under the U.S. Constitution (and Bill of Rights). Using your graphic organizer above, assess which of the two governments, based on their founding documents (Bill of Rights, etc.) was the better government for the governed and which was better for the governors. Cite specific evidence from the text to support your argument(s).
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Agenda – Honors Unit 2, Lesson 1 (Lesson 7)
Learning Activity Summarizer A –Vocabulary Rewrite the vocabulary on p. 3 of the Unit 2 Booklet: New Republic and Westward Expansion into your own words. Analogy - ___ is like ___ because ___. B –N.C. in the New Nation Read pp. 4 – 5 in the Unit 2 Booklet and analyze using the 5 parts of Historical Thinking. Rewrite the topic for an average 5th grade student. C– Chief John Ross’ letter Close Read pp. 32 – 33 in the Unit 2 Booklet and answer the D.Q. $2.00 summary ($0.05/word) D – Jacksonian Democracy Read pp. 6 – 7 in the Unit 2 Booklet and answer the D.Q. One Word summary with explanation E –War of 1812 Read pp. 8 – 11 in the Unit 2 Booklet and answer D.Q. Acrostic of the word, War. Culminating Assignment Create a graphic organizer that describes how each of the activities above deals with the concept of human migration and the development (politically, economically, socially) of both North Carolina and the United States. Using your graphic organizer above, answer the Essential Question: How did migration impact the development of the western United States and North Carolina?
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Agenda – Honors Unit 2, Lesson 2 (Lesson 8)
Learning Activity Summarizer A –Manifest Destiny Read pp. 12 – 13 in the Unit 2 Booklet Rewrite the three themes of Manifest Destiny into the common vernacular B –Lewis and Clark Expedition Read pp. 14 – 18 in the Unit 2 Booklet and answer the D.Q.s Create a sequence G.O. of Louisiana Territory control and overlay the rationale for each power’s acquisition of the territory. Synthesize three unique journal entries from the same historical time period from multiple POV. C– Gold Rushes Read the gold rushes packet (NC and CA) and answer the D.Q.s Synthesize your own social media post answering the D.Q.s using the provided vocabulary terms. D – Oregon Trail Using the following link, play the Oregon Trail game! Write a social media-style summary of the activity, complete with appropriate hashtags. Include the logistical, geographical, and human barriers faced by the pioneers on the trail. Culminating Assignment Create a graphic organizer that demonstrates how parts B, C, and D all exemplify Manifest Destiny. Using your graphic organizer above, make a claim-evidence connection that answers the Essential Question: Was Manifest Destiny an overall good ideology for the United States to subscribe to?
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Agenda – Honors Unit 2, Lesson 3 (Lesson 9)
Learning Activity Summarizer A –Indian Removal Act Read p. 31 in the New Republic and Westward Expansion booklet (NRWE). Cartoon addressing each of the eight points of the Indian Removal Act B –Economic motivation for Indian Removal & Trail of Tears; Andrew Jackson’s letter Reread warm-up on Andrew Jackson’s letter to the Cherokee. Read pp. 20 – 24 in NRWE and answer discussion questions. Create a 30 to 60 second commercial advertising the economic benefits of acquiring Cherokee land, coupled with Andrew Jackson’s letter addressing the Cherokee people. Three options for this summarizer – 1) A written description of the commercial; or 2) An actual PowerPoint or Video commercial (extra credit); or 3) A skit performed in class. C– Trail of Tears Read pp. 34 – 35 in NRWE, watch the video clip (Length – 5:24), and answer discussion questions. Point of View – Recount the Trail of Tears from the P.O.V. of the Cherokee as well as the American settlers. Culminating Assignment Create a graphic organizer of what was said versus what was done in the Indian Removal Act, then connect both to the effect on the Cherokee and other Native Americans. Using your graphic organizer above, make a claim on the legal and ethical decisions made by the U.S. government and the (spurious) Cherokee delegation, and then provide evidence from the lesson to support your claim.
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Agenda – Honors Unit 2, Lesson 4 (Lesson 10)
Learning Activity Summarizer A–Texas and the Mexican-American War Read pp. 38 – 40 of the New Republic and Westward Expansion (NRWE) booklet and answer the discussion questions. Create a bar graphic of the relative army sizes of the two nations throughout the war. B–Growing Sectionalism Read pp. 41 – 43 of the NRWE Booklet and answer discussion questions. In your $2.00 summary ($0.05/word), explain how growing sectionalism is rooted in the geographical history of the original 13 Colonies. B –Slavery and Compromises Read pp. 44 – 50 of the NRWE Booklet and answer discussion questions. Do a cartoon summary of the Dred Scott case. Create a graphic organizer comparing/contrasting the Compromise of 1850 with the Kansas-Nebraska Act with regards to the issues of slavery and organizing new territory admitted into the United States. Culminating Assignment The Essential Question is: How did westward expansion of the United States create conflict? You are to answer this essential question in essay format, with the following requirements: Make one or more claims that answer the Essential Question. Cite at least four different sources to back up your claim(s), including one relevant quote for each source cited. Spelling and grammar matter. You will lose one point for every spelling error and every grammatical error. There is no minimum word count, but you will be penalized if your essay fails to meet requirements 1) and 2) above.
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